Accounting
Anthropology
Archaeology
Art History
Banking
Biology & Life Science
Business
Business Communication
Business Development
Business Ethics
Business Law
Chemistry
Communication
Computer Science
Counseling
Criminal Law
Curriculum & Instruction
Design
Earth Science
Economic
Education
Engineering
Finance
History & Theory
Humanities
Human Resource
International Business
Investments & Securities
Journalism
Law
Management
Marketing
Medicine
Medicine & Health Science
Nursing
Philosophy
Physic
Psychology
Real Estate
Science
Social Science
Sociology
Special Education
Speech
Visual Arts
Special Education
Q:
A fifth-grade student was recently assessed and was found not eligible to receive special education support. His parents decided that they disagreed with the assessment and therefore requested information to obtain a(n) _____.
Q:
In a specific school system, the ethnicity of the population was determined to include 17% of persons of Hispanic origin, yet more than 22% of the students receiving services for learning disabilities were of Hispanic origin. This system may have _____ of persons of Hispanic origin within the category of learning disabilities.
Q:
Parents who have a preschool-aged child with special needs may find assistance in obtaining educational services for their child through the federal regulations of _____.
Q:
A school system that meets appropriate timelines and follows all state and federal regulations is said to be in _____.
Q:
The 2004 Amendments encourage parents and educational personnel to participate in a _____ to resolve disagreements.
Q:
During the screening by educational professionals, it is determined that a student has significant educational needs and is therefore referred for a(n) _____.
Q:
Mary, a student receiving special education services, also needs the _____ of occupational therapy and speech therapy in order to benefit from her appropriate educational plan.
Q:
Discuss the practices that may contribute to bias in assessment.
Q:
Traditional assessment practices may inadvertently contribute to bias in assessment. What changes in the revised IDEA 2004 may decrease the probability that this will occur?
Q:
When a student from an ethnically diverse background begins to have difficulty meeting educational needs, the teacher may contact the child study team to request _________ as a method of preventing the student from a special educational referral as the first plan of action to address the student's difficulties.
Q:
States are now mandated to collect data on ______________ as a method of determining when disproportionality may be problematic.
Q:
Mrs. Lorenzo met with her son's teacher. They determined that her son might require an additional session of support time in the resource room, which would increase the amount of time from two thirty-minute sessions per week to three thirty-minute sessions. In order to make this change to the IEP, will the Team need to be convened?
Q:
A second-grade student recently enrolled in your school. The student is a recent immigrant from Mexico. Your school determines that the child had not previously been enrolled in school in Mexico due to his parents' lack of funds and due to a lack of transportation to school. The student's mother has recently obtained citizenship. Once the child began to attend your school, it was determined that the child could not read in English or Spanish. Can the student be referred for an evaluation for special education services?
Q:
Is it possible that a professional from an outside agency can determine that a child has a disability and the child should subsequently receive special education support?
Q:
IDEA 2004 requires that the IEP Team members participate in the team meetings. Under certain circumstances, some members of the IEP Team may be excused from attending the meeting. Explain when this is allowed and what must happen in order for this to be allowed.
Q:
Randal has had signs of depression for the past several months. His parents decided to seek the assistance of an outside psychologist for counseling. Randal began to improve and he is now participating with his friends and playing team sports. His grades continue to decline and his reading skills are significantly below his peers'. Because of his difficulty reading, his content subject grades began to fall as well. He was assessed and was found to have a significant reading disability. Randal can be served _________________.
Q:
Marilu has been found to have attention deficit disorder. She requires medication but her medication is time released and she does not need to take a dose at school. Marilu requires additional time to complete her assignments and performs best when she can sit near the teacher. Her report indicates that her grades are within the average range with the exception of math, which is above average. Marilu can be served _________________.
Q:
Lorenzo was born with cerebral palsy and requires the use of a wheelchair. He is able to use a computer for word processing and completes all of his assignments using either his laptop or his computer at home. Lorenzo's most recent statewide assessments indicate that he is at or above the level expected in all academic areas. Lorenzo can be served _________________.
Q:
Miss Morales has a young male student who exhibits aggressive behaviors in class. She expresses concern that this student may harm himself or others. Your advice to Miss Morales is to
Q:
Ms. Stewart has a third-grade student who just doesn"t seem to be learning. She tells you she has "tried everything" including changing to an easier textbook. She feels certain that the student has a learning disability. What might be some of the suggestions you can provide for Ms. Stewart?
Q:
Mr. Powers has a student in his class who seems to have difficulty staying awake. From time to time the student appears to be in a daze. Mr. Powers does not know if the child has a physical, emotional, or even drug-related problem. He asks you to help because "you know what to do with these types of problems." You advise Mr. Powers to contact
Q:
A young student in first grade has difficulty holding her pencil correctly, using scissors, and coloring in class. You notice that this student has marked difficulty when compared to the other students in class. You tried several procedures to help her learn how to use these tools, but she continues to have difficulty. You decide to refer the child to
Q:
A student in class has been rubbing his eyes frequently, holds his books very close to his face, and seems to have difficulty seeing some printed words. You should request the assistance of
Q:
A team decides to use the latest IQ score to make a decision regarding a change in eligibility for a student. The team agreed that no additional testing or data were necessary.
Q:
A student is referred for an evaluation for possible eligibility for special education. The student has cerebral palsy, and the team member has no knowledge of this disorder. The team member asks the physical therapist to give advice on how to administer the test and requests that the therapist attend and assist during the evaluation. The team member also requests the assistance of the school psychologist to determine how the adaptations affect the psychometrics of the test administration. The team member documents all changes in the reevaluation report.
Q:
A special education teacher is asked to give an educational test to a student from a minority culture. The test has been validated and proven to be culturally nondiscriminatory.
Q:
A special education teacher is asked to test a student who speaks only Japanese. The teacher cannot find a test in that language, so he observes the student in the classroom setting and recommends that the student be placed in special education.
Q:
Individuals who administer tests in the Woodlake local education agency are thoroughly trained to use each new instrument through school in-service sessions and graduate courses.
Q:
A screening test may be used to make placement decisions about a student who was referred for special education services.
Q:
It is the responsibility of school personnel to provide information to parents in their ____ or using the ____ to comply with the federal law.
Q:
When parents decide that they no longer agree with a school placement or services for their child, they may ____, and if necessary, they may begin ____ procedures.
Q:
A teacher would not be allowed to give a student's records to another interested party. Before the ____, the parents must consent in writing and receive an explanation of who would receive which records.
Q:
In compliance with IDEA, many parents are informed of their legal rights and responsibilities through the use of a ____.
Q:
The consent given by parents indicates that the parents have been ____ that the school personnel feel assessment procedures are necessary and in the child's best interest.
Q:
Discuss some assessment strategies that can be used to determine how a student performs an academic task including how such strategies can be used by the teacher.
Q:
What is the purpose of prereferral interventions?
Q:
Identify three strategies that can be used to reduce disproportionality.
Q:
Discuss the cultural issues that have led to the overrepresentation and disproportionality of students with disabilities from minority groups.
Q:
Discuss the legal requirements when developing assessment plans for students who may be eligible for special education services and the steps professionals should take in developing an individualized assessment plan.
Q:
Identify the four considerations that should be addressed during an ecological evaluation.
Q:
Discuss the differences between curriculum-based assessments and curriculum-based measurements.
Q:
Describe the philosophy of the Contemporary Model of Assessment.
Q:
Discuss the Three-Tier Model of Intervention.
Q:
Discuss the components and outcomes of the historical referral and assessment model.
Q:
Explain the process and purpose of Response to Intervention.
Q:
Discuss the difference between testing and assessment.
Q:
Informal assessments that can be tailored for individual students, used to identify mastery of a skill, and/or placement in a curriculum include which of the following?
A. Checklists
B. Rating scales
C. Observations
D. All of the above
Q:
Students with disabilities who are unable to participate in statewide assessments are tested using which of the following?
A. A dynamic assessment
B. A norm-referenced test
C. A criterion-related test
D. An alternative assessment
Q:
During an eligibility meeting, who determines that the student is eligible for special education services based on the information collected through the evaluation process?
A. The referring teacher.
B. The school psychologist.
C. The IEP team.
D. The parents.
Q:
Students whose performance on standardized instruments of measurement is markedly discrepant from that of their peers should receive which of the following?
A. Tier 1 interventions
B. Tier 2 interventions
C. Tier 3 interventions
D. None of the above
Q:
At which tier of the RTI model does the eligibility meeting happen?
A. Tier 1
B. Tier 2
C. Tier 3
D. None of the above
Q:
Unnecessary evaluation and misdiagnosis are contributing factors to which of the following?
A. Error analysis
B. High-stakes testing
C. Response to intervention
D. Overidentification
Q:
One main outcome of the Historical Model of Assessment was which of the following?
A. An increase in the number of students identified for special education services.
B. A decrease in the number of students identified for special education services.
C. A shift in the way ELLs were evaluated for special education services.
D. An increase in the number of Caucasian students receiving special education services.
Q:
The following are key considerations when developing an individualized assessment plan, except which of the following?
A. Ethical standards must be upheld.
B. Assessments must be valid for their intended purpose.
C. Previous screenings for the child can be disregarded.
D. Assessments must assess areas of concern.
Q:
Which of the following describes an assessment model where an emphasis is placed on finding solutions rather than seeking alternative placement and an eligibility label?
A. Historical Model
B. Contemporary Model
C. Traditional Model
D. Prereferral Intervention Model
Q:
This process should result in only 3-5% of students requiring a full evaluation for exceptional learning needs or special education.
A. Response to Intervention
B. Individualized Education Program
C. Individualized Family Support Plan
D. Eligibility Meeting
Q:
Research has indicated that a disproportionate rate of occurrence of students from various ethnic and cultural backgrounds happens in the following disability categories, except which of the following?
A. Physical Disabilities
B. Learning Disabilities
C. Mental Retardation
D. Emotional Disturbance
Q:
In the event that a referred child is 3 years of age or younger and is eligible for services, the law requires what type of document to be written?
A. 504 Accommodation Plan
B. Individualized Education Program
C. Alternative Instructional Plan
D. Individualized Family Service Plan
Q:
Susan was a referred for a comprehensive evaluation. It was determined at the eligibility meeting that she was not eligible for special education services but needed alternative planning in order to be successful in the general education classroom. What document will the team need to write for Susan?
A. 504 accommodation plan
B. Individualized education program
C. Alternative instructional plan
D. No document is needed
Q:
Miss Jean, a school psychologist, administers a test on Billy, a student referred for a comprehensive evaluation. Billy's scores on an achievement test indicate that he is performing significantly below his peers in reading comprehension skills. Miss Jean administered what type of?
A. Standardized test
B. Performance assessment
C. Norm-referenced test
D. Criterion-referenced assessment
Q:
The process of evaluating an environment to determine if there are any influences on the learning process is called which of the following?
A. An observation
B. A dynamic assessment
C. An ecological evaluation
D. A performance assessment
Q:
Aaron's teacher noticed he was having difficulties reading in all of his classes. She referred him to a multidisciplinary team for special education services immediately. What model of assessment is Aaron's teacher following?
A. Historical Model
B. Contemporary Model
C. Problem-solving Model
D. Response to Intervention Model
Q:
Elisabeth's teacher gives a spelling test at the end of each week to determine student mastery of the words covered in the curriculum. This type of assessment is considered which of the following?
A. Criterion-related assessment
B. Criterion-referenced assessment
C. Curriculum-based assessment
D. Curriculum-based measurement
Q:
Miss Morgan is collecting progress monitoring data using DIBELS and determining if she needs to change her instructional strategies in order to help her students reach their aim line. Miss Morgan is using what type of assessment strategy?
A. Curriculum-based measurement
B. Curriculum-based assessment
C. Criterion-related assessment
D. Criterion-referenced assessment
Q:
Ella received an 80% on her math test this week. Her teacher said she missed the cut-off by 5 points, so she will have to work on the same material next week and retake the test next Friday. Ella's teacher is employing what type of assessment?
A. Dynamic assessment
B. Performance assessment
C. Criterion-related assessment
D. Criterion-referenced assessment
Q:
Mr. Kehl collects student products over the course of the year to demonstrate the progress his students make. Mr. Kehl is utilizing what type of assessment?
A. Dynamic assessment
B. Portfolio assessment
C. Informal assessment
D. Performance assessment
Q:
This type of assessment requires that students create a product that demonstrates their skills or competency.
A. Dynamic assessment
B. Portfolio assessment
C. Informal assessment
D. Performance assessment
Q:
All of the following statements about high-stakes testing are true, except
A. It is state-driven.
B. Students with severe disabilities do not have to take it.
C. It provides the AYP score for the school.
D. It is mandated by IDEA and NCLB
Q:
IDEA 2004 indicated that these services should be employed to address a student's needs within the general education classroom and prevent additional assessment.
A. Pre-referral interventions
B. Early intervention services
C. Response to Intervention
D. Problem-solving model
Q:
Looking for patterns of errors to provide insight into learning how a student completes a task is called which of the following?
A. Informal assessment
B. Alternative assessment
C. Error analysis
D. Dynamic assessment
Q:
When the number of students from various ethnic or linguistically diverse groups who receive special education services is skewed from the general population, it is called which of the following?
A. Disproportionality
B. Overrepresentation
C. Overidentification
D. Accountability
Q:
It is important to establish firm standards for a student's progress and readiness to exit special education.
Q:
Research has suggested that, traditionally, a teacher's decision to refer may have been influenced by the student having a sibling who has had school problems.
Q:
An Individualized Education Plan (IEP) differs from an Individual Family Service Plan (IFSP) in that an IEP includes family needs as well as the child's needs.
Q:
Allstudents who are eligible for special education services are required to have an alternative planning document in place.
Q:
When administering a standardized test, the individual giving the test may give the test in any manner they wish.
Q:
An outcome of the use of the historical model of assessment was a large number of students being referred for special education services who did not require them.
Q:
Children who fail to make academic progress through ESL services are eligible for special education services.
Q:
Historically, pre-referral interventions have beenintended to address bias in the referral process and prevent unnecessary assessments, and are now part of the Response to Intervention (RTI) model.
Q:
All students, regardless of disability, are required to take statewide exams, or alternative exams to measure their progress within the general education curriculum.